Despite unsubstantiated claims of best practice, the division of language-teaching professionals on the basis of their categorization as native-speakers or non-native speakers continues to cascade throughout the academic literature. It has become normative, under the rhetorical guise of acting to correct prejudice and/or discrimination, to see native-speakerism as having a single beneficiary the native-speaker and a single victim the non-native speaker. However, this unidirectional perspective fails to deal with the more veiled systems through which those labeled as native-speakers and non-native speakers are both cast as casualties of this questionable bifurcation. This volume documents such complexities and aims to fill the void currently observable within mainstream academic literature in the teaching of both English, and Japanese, foreign language education. By identifying how the construct of Japanese native-speaker mirrors that of the native-speaker of English, the volume presents a revealing insight into language teaching in Japan. Further, taking a problem-solving approach, this volume explores possible grounds on which the language teachers could be employed if native-speakerism is rejected according to experts in the fields of intercultural communicative competence, English as a Lingua Franca and World Englishes, all of which aim to replace the native-speaker model with something new.
Introduction
Stephanie Ann Houghton, Damian J. Rivers and Kayoko Hashimoto
Part I: The Native Speaker Criterion: Past Traditions, Current Perspectives
and Future Possibilities
1 The Idea of the Native Speaker
Damian J. Rivers
2 The Sociohistorical Foundations of Japans Relationship with the Native
Speaker of Foreign Languages
Damian J. Rivers
3 "Introverted Psychosis" and the Psychology of Native-Speaker Interaction:
Social Representation, Status and Threat Perception
Damian J. Rivers
4 Contemporary English Language Teachers Views on Native Speakerism in
Context
Damian J. Rivers
Part II: Japanese Native Speakerism: Past, Present and Future
5 The Construction of the Native Speaker of Japanese
Kayoko Hashimoto
6 Japanese Language for Foreigners: Policy on Foreign Nationals and EPA
Scheme
Kayoko Hashimoto
7 Japanese Language Teachers Views on Native Speakers and "Easy Japanese"
Kayoko Hashimoto
8 Native Speakerism in Japanese Language Teaching for Foreigners and English
Language Teaching for Japanese Nationals
Kayoko Hashimoto
Part III: The Post-Native-Speakerist Shift
9 The Post-Native-Speakerist Language Teacher
Stephanie Ann Houghton
10 Shifts Needed in Foreign Language Teacher Education Activities
Stephanie Ann Houghton
11 Shifts Needed in Foreign Language Teacher Attributes
Stephanie Ann Houghton
12 Reconceptualizing Foreign Language Education
Stephanie Ann Houghton
Conclusion
Stephanie Ann Houghton, Damian J. Rivers and Kayoko Hashimoto
Stephanie Ann Houghton is an Associate Professor in Intercultural Communication at Saga University in Japan. She is co-editor, with Melina Porto, of the 'Intercultural Communication and Language Education' book series. She has published multiple academic books and articles in peer-reviewed international journals.
Damian J. Rivers is an Associate Professor in Communication at Future University Hakodate, Japan. He has co-edited several books including, Isms in Language Education: Oppression, Intersectionality and Emancipation (2017) and The Sociolinguistics of Hip-Hop as Critical Conscience: Dissatisfaction and Dissent (2017).
Kayoko Hashimoto is a Lecturer at the School of Languages and Cultures, The University of Queensland in Australia. Her main research areas are language policies and Japans educational policies. She currently serves as the Language and Education Thematic/Review editor for Asian Studies Review.
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